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According to Frank Smith, there are ten uses of language. The first is called instrumental. This is when language is used to get something. For example, ?I want.? The second is called regulatory. This is used to control what others do, feel, or say. An example of this is ?Do as I say.? The third is called interactional, and it is used to establish relative status. ?You and I are in this room.? The forth use of language is called personal. It is used to express individuality. For example, ?here I am.? The next is called heuristic and it is used to seek or test knowledge. ?Tell me why.? The sixth use is called imaginative. It is used to create or make things up. An example of this is ?let?s pretend.? The next use is called representational. It is used to communicate information. ?I have something to tell you.? The eighth use of language is called divertive, and it refers to jokes or riddles. For example, ?enjoy this? or ?listen to this.? The ninth use is either called authoritative or contractual. It is used in regard to laws, contracts, and statements. An example of this is ?it must be done this way.? The final use of language is called perpetuating. Perpetuating sentences refer to records, notes, or diaries. For example of this is, ?this is how it was.? (Vacca et. al., 1995, p.26-27) Children recognize the many use of language, and soon realize just how meaningful it can be.

There are five phases of literacy development. The first is the awareness and exploration phase. This phase ?begins at birth and progresses through the child?s preschool years. Children explore their environment and build the foundations for learning to read and write? (Vacca et. al., 1995, p.71). They listen to and talk about stories. They also understand that the printed words are directly related to the words that make up the story. They begin to pretend-read in this phase.

The second phase is called the experimental phase. Children enter this phase when they enter kindergarten. In this phase, children begin to ?recognize letters and letter-sound relationships, become familiar with rhyming, and begin to write the letters of the alphabet and high frequency words? (Vacca et. al., 1995, p.71).

The early reading and writing phase is next. This usually occurs in the first grade. ?Children begin to read simple stories and can write about topics about which they have much prior knowledge and strong feelings? (Vacca et. al., 1995, p.72). They also become aware of punctuation and capitalization. The forth phase is called the transitional reading and writing phase. This occurs by the second grade. In this phase, children can use more complex reading and writing skills. Fluency also begins to progress in this phase.

The final phase of literacy development is called the independent and productive phase. This is a life long process. ?The third grade marks the beginning of their journey into independent and productive learning? (Vacca et. al., 1995, p.72). Even as adults, readers are constantly progressing and developing their reading and writing skills.

Having a literate environment is crucial for an emergent reader. ?Children learn to become more fluent in an environment that supports oral reading as communication? (Vacca et. al., 1995, p.201). Family interaction can be a very useful tool for emergent readers. Unfortunately, some children enter school with absolutely no literacy skills simply because their parents or guardians are illiterate. This is known as intergenerational illiteracy. However, if the parents are literate, they should provide a literate environment for their young children.

?Researchers, parents, and teachers have suggested that the home environment is a likely source of experiences that can enhance the development of oral and written language. Story book reading has received the most attention within the array of parent-child literacy activities that might enhance oral- and written-language skills? (Senechal, 1998). There are many benefits to story book reading. They include, ?the acquisition of word knowledge and novel vocabulary, increased familiarity with the syntax of written language, and a heightened awareness of written letters and words? (Senechal, 1998). Parents who read to their children are giving them a head start for school. They are encouraging their child to learn to read.

There are many aspects of oral language development and emergent literacy. Many of them are connected and intertwined. The similarities between the development of oral language and the development of reading skills may not be so obvious on the surface. However, once the different aspects of each are brought to your attention, you can?t deny that they are connected. ?Traditionally, educators assumed that the development of oral language preceded other forms of literacy, especially formal writing. Recent research, however, has suggested that all forms- reading, writing, speaking, listening, and thinking ? emerge concurrently in children, serving to reinforce each other throughout school years? (Montgomery, 1998). In conclusion, it is very important for children to have a well-developed oral language and vocabulary. These skills will be necessary when they begin school. ?Spoken language has been recognized as a condition of learning in all subjects, and thus the assessment of performance in it a necessity? (Keenan et. al., 1997).

REFERENCE

DiNobile, G. Personal Interview. 11 Nov. 1998

Dworetzky, J.P. (1996). Introduction to Child Development. (6th Ed.).

New York: West Publishing Company.

Foorman, Barbara R. (1995). READING?Language Experience Approach.

Keenan, D., Drummond, R., Akers, M., & Senterfitt, H. (1997). Evaluating and

Enhancing Children?s Oral Language Grades K-8. Orlando, FL: Florida

Educational Research Association.

Levende, David. Transitions: Teachers Moving

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